
Deepika Menon Assistant Professor
PH.D., CURRICULUM AND INSTRUCTION, SCIENCE EDUCATION, UNIVERSITY OF MISSOURI-COLUMBIA, 2015
M.ED., SCIENCE EDUCATION, PUNJAB UNIVERSITY, CHANDIGARH, INDIA, 2007
M.SC., PHYSICS, GURU NANAK DEV UNIVERSITY, PUNJAB, INDIA, 2002
B.SC., PHYSICS WITH HONORS, REGIONAL INSTITUTE OF EDUCATION, UTKAL UNIVERSITY, BHUBANESWAR, INDIA, 2000
B.ED., SPECIALIZATION IN SCIENCE EDUCATION (MIDDLE SCHOOL CERTIFICATION), (4-YEAR INTEGRATED COURSE), 2000
Dr. Deepika Menon is an Assistant Professor of Science Education in the Department of Teaching, Learning & Teacher Education (TLTE) housed in the College of Education and Human Sciences at the University of Nebraska-Lincoln. Prior to joining TLTE, Dr. Menon was a faculty member in the Department of Physics, Astronomy & Geosciences at Towson University, Maryland.
Grounded by issues related to reforms in teacher education, Dr. Menon’s research focuses on preservice and in-service science teacher education. She is particularly interested in investigating course-related factors that support the development of preservice elementary teacher self-efficacy and identity within the elementary science teacher preparation programs, and the intersection of constructs such as science teaching self-efficacy and science attitudes and their role in science teacher identity development. Dr. Menon’s current research and teaching projects focus on mobile technologies in science education across educational settings. Dr. Menon’s work has published her work in several top-tier science education journals.
Scholarship (selected recent publications)
Menon, D. (2020). Influence of the sources of science teaching self-efficacy in preservice elementary teachers’ identity development. Journal of Science Teacher Education. DOI: 10.1080/1046560X.2020.1718863
Menon, D., Chandrasekhar, M., Kosztin, D., & Steinhoff, D. (2020) Impact of mobile technology-based physics curriculum on preservice elementary teachers’ technology self-efficacy. Science Education, 104(2), 252-289. https://doi.org/10.1002/sce.21554
Menon, D., & Devadas, M. S. (2019). Engaging preservice secondary science teachers in a NGSS-based energy lesson: A Nanoscience context. Journal of Chemical Education, 96(3), 528-534. https://doi.org/10.1021/acs.jchemed.8b00169
Menon, D., & Sadler, T. D. (2018). Sources of science self-efficacy beliefs for preservice elementary teachers in science content courses. International Journal of Science and Mathematics Education, 16(5), 835-855. https://rdcu.be/b6ihW
Areas of Expertise:
K-16 Science Teacher Education (including preservice elementary and in-service science teacher education)
Science Teaching Self-efficacy and Identity
Mobile technologies in Science Education